Category

Description

ObjectiveIn this session, participants will learn strategies for incorporating instructor-created video content into asynchronous online courses to enhance instructor presence and increase student engagement. The presenter will discuss the evidence base for adopting video content, describe practical strategies for creating and incorporating this content at critical course junctures, relay student feedback and lessons learned from the use of instructor-created video content at Athabasca University, and suggest ways institutions can support faculty in adding video components to online courses. The presented model of instructor-created video content is supported by research and easy to adapt for immediate use at participants’ home institutions.

BackgroundEducational institutions worldwide are increasingly engaging students through online learning. Many of the graduate courses in the Faculty of Health Disciplines at Athabasca University are offered in a fully asynchronous online learning environment. Asynchronous courses offer benefits in terms of access for students who require high levels of flexibility. However, instructors must overcome certain limitations of online learning environments that can be amplified in asynchronous courses, including a perceived lack of instructor presence and diminished levels of student engagement (Underdown & Martin, 2016).

One pedagogical strategy to build meaningful instructor presence and increase student engagement in asynchronous online courses is instructor-created personalized video content. Research has found a positive relationship between course video content and student engagement and satisfaction (Draus, Curran, & Trempus, 2014; Miller & Redman, 2010). Instructor-created videos can also help establish presence and create closer connections between students and instructors (Borup, West, & Graham, 2012; Martin, Wang, & Sadaf, 2018). Use of video can add to the perceived effectiveness of an online instructor and help create a positive and engaging learning atmosphere (Underdown & Martin, 2016).

Despite the evidence supporting this strategy, online instructors can encounter challenges to creating and embedding their own video content, particularly if the technology is new to them or they are uncertain how and when to add video elements to generate the most benefit for students. Online instructors may also have concerns about ensuring accessibility and managing privacy issues.

Video Creation and Implementation: Practical Strategies and Lessons LearnedThis presentation will focus on a specific asynchronous graduate course at Athabasca University. In this course, instructor-created video content as a pedagogical strategy has been fully integrated for the past three semesters with over 50 students participating. This video content was used for three separate functions: a) introductions using FlipGrid to allow students to respond to the instructor's welcome video and similarly introduce themselves via video;b) weekly video unit overviews and virtual classroom tours with screencasting; andc) assignment feedback videos.

Videos were created using screen capture and recording software (Camtasia or SnagIt), uploaded to YouTube, and embedded within Athabasca University’s learning management system for the course.

Formal and informal evaluation data has been collected over the past three semesters to help understand student perceptions of this instructor-generated video content. Overwhelmingly, student evaluation comments have been positive and have validated the value of the video content, particularly in increasing perceived instructor presence and creating an engaging learning environment. A summary of feedback and representative examples of comments received will be presented.

Lessons learned from this experience will also be discussed. Challenges have included impact on instructor workload, accessing technological assistance, ensuring accessibility for students unable to view video content, and managing online privacy concerns. Practical strategies and best practices for overcoming these challenges will be presented in an engaging and interactive manner with concrete examples, options for technology use (both free and paid), and screenshots of video content.

Key Take-AwayInstructor-created video content can enhance instructor presence and increase student engagement in online asynchronous courses. Faculty new to online instructing, veteran faculty looking to incorporate video elements in their courses, and administrators seeking to support faculty in the use of video will leave this session with practical strategies and best practices that can immediately be implemented at their home institutions.

Conference TracksThis presentation will align primarily with the Course Design, Development and Delivery track by exploring strategies for effective online teaching and student engagement. Technology, Innovation and Pedagogy will also be discussed since effective and emerging technologies will be explored for the creation and enhancement of instructor-created video content. Finally, Faculty, Staff and Institutional Development will be touched on with strategies for institutional support of faculty seeking to incorporate video content into their online courses.

Dr. Kathleen (Kate) Leslie is an instructor with the Faculty of Health Disciplines at Athabasca University and an associate faculty member in the School of Humanitarian Studies at Royal Roads University. Dr. Leslie is a registered nurse and a lawyer, graduating as the gold medalist (highest academic standing) in both her nursing and law degrees at Western University and receiving the Governor General’s silver medal. She completed her doctorate at the University of Toronto under a Canada Vanier Graduate Scholarship. Dr. Leslie has developed and revised courses for delivery in both online and blended formats and currently teaches online courses at the graduate level. She is keenly interested in researching and developing pedagogical practices that improve online education for both students and instructors.